4th Grade Science


[LS] Life Science

SCI-04.LS1

BPSS-SCI logo DCI Life Science LS1

From Molecules to Organisms: Structures and Processes

Performance Expectations

The performance expectations in fourth grade help students formulate answers to questions such as:

  • What are waves and what are some things they can do?
  • How can water, ice, wind and vegetation change the land?
  • What patterns of Earth’s features can be determined with the use of maps?
  • How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
  • What is energy and how is it related to motion?
  • How is energy transferred?
  • How can energy be used to solve a problem?

Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-04.LS1.01

Life Science Logo4th Grade (SCI) Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

SCI-04.LS1.01 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, skin, quills, horns, tusks, scales, etc
Disciplinary Core Ideas
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.


Student Learning Targets:

Knowledge Targets

  • I can identify the major parts of plants and animals.
  • I can identify adaptations that help plants and animals survive in their environment.

Reasoning Targets

  • I can classify animals by characteristics (vertebrates/invertebrates).
  • I can compare structures in plants and animals that serve different functions in survival, growth and reproduction.
  • I can understand that “Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.”

Skills (Performance) Targets

  • I can compare and refine arguments based on an evaluation of the evidence presented. 
  • I can plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

Product Targets

  • I can construct and/or support an argument with evidence, data, and/or a model.

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • leaf 
  • plant 
  • root 
  • stem
  • reproduction 
  • pollination 
  • pollen 
  • fertilization 
  • seed dispersal

Websites


SCI-04.LS1.02

Life Science Logo4th Grade (SCI) Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

SCI-04.LS1.02 Form an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Clarification Statement: Emphasis is on systems of information transfer. Examples include responses to stimuli such as a hot surface and pulling your hand away, animals running from predators, animals communicating with each other through signals to express danger, reproduction, and for food.
Disciplinary Core Ideas
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window